Asynchronous discussion allows students to read and respond "out-of-time. " This form of online discussion, as experienced in a college literacy course, creates a text of talk that has the potential to be reflective given the freedom participants have in their response time. However, students often struggle with reflection. Instructors need to structure discussion online so that it becomes a forum for communication as well as critical thinking. They also need to view writing online as both process (discussion) and product (document to be assessed). Twenty years. That is the time difference that separates the research findings by Durkin (1978-1979) and Pressley (1998). Yet the results are the same. Durkin in 1978 initially reported that teachers did not teach students to comprehend, yet these same students were tested on comprehensio n skills they were expected to acquire. Twenty years elapse, and Pressley comes to the same conclusion after observing fourth and fifth graders. The only difference in variables seems to be the tests on comprehension themselves. Are Durkin's findings still relevant today? Another five years have passed since the last study, so it may be difficult to say. However, after reading the chapter, it seems that Pressley still seems to think so (Farstrup & Samuels, 2002, p. 303). [Referring to instruction in reading comprehension during an asynchronous discussion, this quote is a student's partial response to the question “Are Durkin's findings still relevant today? Explain."]
Stored only when both papers are in the corpus — 97 citations exist upstream.